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Mrs R Riddick – Deputy Head, SENDco & Designated Safeguarding Lead
Mrs H Deyes – Learning Mentor & deputy Designated Safeguarding Lead
Miss S Jones – Learning Mentor

Phone: 0151 477 8560
Email: [email protected]

SEND Local Offer

Knowsley SEND local offer

Knowsley Borough Council can also offer advice and support regarding SEND.

This offer is accurate now, but services are regularly reviewed and could change.  All information will be updated as soon as possible to reflect any new service offer. This service offer is intended to give you clear, accurate and accessible information. If you would like to comment on the content of the offer or make suggestions to improve the information, please contact

Knowsley Family Information Service        
Email: [email protected]
Call us:  0151 443 3247

SEND Links for Parents/Carers

Addvanced Solutions – supporting children and families understand neurodiversity

Addvanced Solutions

Knowsley Parent Carers Voice (KPCV). Knowsley Parent Carers Voice are a group of parents and carers of children with special education needs and disabilities from Knowsley. They meet regularly and offer practical support and advice for families.

Knowsley Parent Carers Voice (KPCV)


The Sensory Hive – A specialist sensory integration therapy centre, based in Whiston, Knowsley, is a hive of activity offering a sensory gym, immersive and interactive room, occupational therapy, LEGO-based therapy, rebound therapy, hobby clubs, and infant and child sensory development classes for children who are neurodivergent (Autism, ADHD, SPD, Dyspraxia), and those Learning Difficulties, PMLD, and neurological conditions such as cerebral palsy and brain injury.

The Sensory Hive

CAMHS – mental health support for children and young people aged 0-25 and their families is delivered as a collaborative approach.

Parents can refer if they have concerns about their child

Liverpool CAMHS

Knowsley CAMHS

SENDIASS – Liverpool & Knowsley Special Educational Needs and Disabilities Information, Advice and Support Service (SENDIASS). Offer advice and support around various topics relating to Special Educational Needs and disabilities (SEND) for children and young people aged 0-25 living in the Liverpool and Knowsley Area District and their families. SENDIASS provide free, confidential and impartial support – which means they do not take sides and try to ensure that everyone’s views are expressed and heard. They can offer information advice and support by telephone or email, and by more focused methods depending on individual need.


Special Needs Jungle – creates easy to understand resources, articles and information for parents and carers of children with special needs, disabilities and health conditions to better enable them to navigate the special needs system. They aim to inform, educate and empower families to self-advocate confidently, so their children get the help they need to live the best life they can.

Special needs jungle

Willy Russell Centre – support for children with a stammer, parents can refer their children in if they have concerns

Willie Russell Centre

Attention Deficit Hyperactivity Disorder (ADHD) – if your child is on the pathway to be assessed for AHDH or you have concerns, Alder Hey provides some information and support.

ADHD at Alder Hey

National Sleep Helpline – Trained sleep advisors can help with lots of queries and concerns about your sleep including: children struggling to fall asleep, staying asleep or waking too early, sleep hygiene guidelines, anxiety and stress at bedtime.

The Sleep Charity

iPad Apps for Learners with Dyslexia/Reading and Writing Difficulties:

SEN Information Report

SEND policy 2023

Accessibility Plan 2023 -25

SEN Reform

There have been many changes nationally for the provision of children with Special Educational Needs and these have been implemented since September 2014.

At St Albert’s, we have always taken a child-centred approach, however, the approach to SEN provision places pupils very much at the centre of planning.

Below are 5 key changes:

  1. Pupils and families will have more of a say

The system aims to put each young person and their family at the centre of discussions about the support offered. The government says that parents know their children best. We will ask parents to share their knowledge about how their child is developing, and involve them at every stage. We will consult so we can work out what is best for each pupil. Young people will also have new rights and their views are important and will also be taken into account.

  1. Education, health and care plans have replaced statements

Under the 2014 rules, SEN statements and learning difficulty assessments have been replaced with education, health and care (EHC) plans taking children and young people up to the age of 25. Since September 2014, assessments of SEN follow the new rules, and support will be provided through an EHC plan.

  1. School Action and School Action Plus categories have ended

School Action and School Action Plus – intervention schemes that tracked progress – have been removed in the code. Instead, there is a single school-based category for children who need extra specialist support. We will set out interventions and expected outcomes for these pupils, and review progress each term. We will also inform parents when pupils without an EHC plan receive special support.

  1. Optional personal budgets for young people

Under the new system, young people and parents of pupils with an EHC plan can choose to hold a personal budget to buy in the support identified. The money will come from the high-needs funding block and will not normally affect the school’s notional SEN budget.

  1. Teachers must make sure that every pupil makes progress

The code makes teachers more accountable for the progress of all pupils, even those supported by specialist staff. Teachers will expect to be judged on how well they teach pupils with SEN as a result of this. Our teachers know how to identify when pupils are displaying signs of special educational needs and they support pupils a range of pupils with different needs (particularly those needs they see more frequently). In line with the school’s continuous professional development agenda, staff who require additional training or support will continue to be assisted and directed as appropriate.

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